As the 2025-2026 school year kicks off, classrooms across the United States are seeing one of the most sweeping changes in recent memory: the widespread implementation of cellphone bans. In a country where smartphones are nearly ubiquitous among teenagers, this move has sparked a national conversation about student focus, safety, equity, and the role of technology in education.
According to reporting from The Hill and Associated Press, at least 35 states—including Kentucky, New York, Arkansas, and the District of Columbia—now enforce laws or policies that restrict cellphone use during school hours. This marks a dramatic increase from just a few years ago, with Florida leading the charge in 2023 as the first state to pass a comprehensive cellphone ban law. The trend has only accelerated since, with both Republican and Democratic lawmakers backing the movement.
“Anytime you have a bill that’s passed in California and Florida, you know you’re probably onto something that’s pretty popular,” Georgia state Representative Scott Hilton said during a recent forum in Atlanta, as quoted by Associated Press. The bipartisan support reflects a rare point of agreement in the often-divided world of American education policy.
But what do these bans actually look like in practice? The answer varies considerably from state to state, and even from district to district. Some states, like New York and Arkansas, have implemented so-called “bell-to-bell” bans, which prohibit students from accessing their phones throughout the entire school day. “New York was the first state to target addictive social media feeds — and now we’re the largest state to restrict smartphones in schools throughout the entire school day,” Governor Kathy Hochul announced on August 20, 2025, according to The Hill. “I know our young people succeed when they’re learning and growing, not clicking and scrolling — and that’s why New York continues to lead the nation on protecting our kids in the digital age.”
Other states, such as Kentucky and Tennessee, have chosen a slightly less restrictive approach, banning phones only during instructional time but allowing students to use them during lunch or between classes. Meanwhile, some states—including California and Arizona—have passed laws requiring schools to develop their own cellphone usage guidance, leaving much of the decision-making to local districts.
Implementation methods are as varied as the policies themselves. In some schools, students are required to lock their phones in Yondr pouches—a magnetic bag system that keeps devices inaccessible until the end of the school day. At McNair High School in suburban Atlanta, students use either these pouches or designated lockers to store their phones. Other schools rely on simpler methods, like teacher collection baskets or increased disciplinary measures such as detention or phone confiscation for students caught with devices.
The transition hasn’t always been smooth. Many students initially resisted the bans, citing the use of phones for socializing or as tools for concentration. Audreanna Johnson, a junior at McNair, admitted to feeling ambivalent: “I’m kind of 50-50 on the situation because I use headphones to do my schoolwork. I listen to music to help focus.” Yet, as time has passed, compliance has increased. Jamel Bishop, a senior at Doss High School in Louisville, Kentucky, observed, “There’s more one-on-one time for the students who actually need it,” referring to the reduction in classroom distractions since the ban was implemented.
Parents, too, have mixed feelings about the new rules. On one hand, many support efforts to reduce distractions and improve academic focus. On the other, concerns about emergency communication loom large—especially in the wake of school violence incidents that have made headlines in recent years. Audrena Johnson, Audreanna’s mother, voiced her worry about potential delays in reaching her daughter during an emergency. Research by Emory University underscores that parental resistance can be a significant hurdle for schools attempting to regulate student media use, and many parents have called for clearer communication about safety protocols and more involvement in policymaking.
The debate isn’t just about convenience or classroom etiquette—it touches on deeper issues of equity and personal freedom. Annette Anderson, deputy director of Johns Hopkins University’s Center for Safe and Healthy Schools, highlighted the economic disparities at play. “Higher-income students probably have a tablet, they probably have a laptop,” she told The Hill. “Others have a higher degree of reliance on their smartphones.” In lower-income communities, smartphones might be a student’s only digital device, making blanket bans more disruptive for some than others. Anderson also pointed out inconsistencies in how bans are applied across different schools, suggesting that a one-size-fits-all approach may not serve all students equally.
Opponents of cellphone bans argue that schools should instead focus on teaching students how to use technology responsibly. “We need more civility and teaching digital character education,” Anderson emphasized. Some believe that schools are the ideal setting for students to learn how to balance the benefits and drawbacks of technology, rather than simply removing it from the equation.
Still, the push for restrictions has been fueled by mounting evidence that excessive cellphone use can have negative effects on academic performance and social development. The Wait Until 8th campaign, for example, encourages parents to delay giving their children smartphones until at least eighth grade. “Parents can join together with other parents in their community and let kids be kids a little longer,” said Mark SooHoo, an organizer for the campaign, in an interview with The Hill.
Teachers, for their part, have largely welcomed the change. According to research led by Julie Gazmararian, a public health professor at Emory University, teachers report fewer classroom disruptions and a greater ability to focus on teaching. Some have even noticed improved camaraderie among students, who now interact more face-to-face in hallways and cafeterias. However, the long-term impact on student mental health remains unclear. Munmun De Choudhury, a researcher at Georgia Tech, cautions that while there is a correlation between social media use and poor mental health, it’s too early to draw definitive conclusions about cause and effect. The nuances of which types of social media use are harmful—and which might actually be beneficial—are still being explored.
Not all states are on board with the trend. Wyoming’s Senate recently rejected a proposal to mandate district cellphone policies, arguing for greater accountability among parents and teachers instead. In Michigan, a Republican-backed bill seeking to enforce strict bans was defeated by advocates of local control. These holdout states reflect the ongoing debate over how much authority schools should have versus parents and local communities.
As the school year progresses, all eyes are on the data that will emerge from districts with cellphone bans. Will academic performance and social skills improve? Will safety concerns be addressed to parents’ satisfaction? Only time will tell. For now, the patchwork of policies across the U.S. offers a living experiment in how best to balance technology, learning, and student well-being in a rapidly changing world.
With every new policy and every classroom adjustment, the evolving story of cellphones in schools continues to shape what it means to learn—and to grow up—in America today.
